51
2017 ANNUAL REPORT Educational and Financial Reporting
2017 ANNUAL REPORT
Educational and Financial Reporting
EDUCATIONAL AND FINA NCIAL REPORTING
P OLICY
Saint Ignatius’ College Riverview has procedures in place to maintain the relevant data and will comply with reporting
requirements of the NSW Minister for Education and the Australian Government Department of Education. This
reporting includes participation in annual reporting to publicly disclose the educational and financial performance
measures and policies of the College and requirements related to the provision of data to the Minister that is relevant to
the Minister’s annual report to Parliament on the effectiveness of schooling in the state or data that may be requested by
the Minister from time to time.
P ROCEDURES
Annual Report
Procedures for implementing the policy include:
• identification of the position title(s) of the staff member(s) responsible for coordinating the final preparation
and distribution of the annual report to the NSW Education Standards Australia (NESA) and other stakeholders
as required
• for each reporting area, identification of the position title(s) of the staff member(s) responsible for the
collection, analysis and storage of the relevant data and for providing the relevant information to the
coordinator for inclusion in the report
• determination of the specific content to be included in each section of the report and revision of this each year
to ensure ongoing compliance, relevance and usefulness
• preparation of the report in an appropriate form to send to NESA through RANGS Online
• setting the annual schedule for:
- delivery of information for each reporting area to the person(s) coordinating the report
- preparation and publication of the report
- providing the report in electronic form to NESA on RANGS Online by 30 June 2018
- public disclosure of the report within six months of the end of a year by making it available on the
College website and on request in a form accessible by a person who is responsible for a student, but
is unable to access the internet.
Requests for additional data
From time to time the Australian Government, through the Minister for Education and Training, and the NSW
Government, through the Minister for Education, may request additional information. To ensure that such requests are
dealt with appropriately, the Office of the Principal will identify the position title(s) of the staff member(s)/person(s)
responsible for the collection of the relevant data/information, coordinating the College’s response, and for ensuring
provision of data/information requested by Minister(s) through the specified authority in an online or appropriate
electronic format by the due date.
Table of Contents
Area 1: Messages From Key School Bodies ......................................................................... 1 1.1 The College Council ............................................................................................................... 1 1.2 The Representative Student Council ...................................................................................... 3
Area 2: Contextual Information and Characteristics of the Student Body ..................... 4 2.1 College Statement ................................................................................................................... 4 2.2 Co-curriculum Report ............................................................................................................. 4
Area 3: Student Outcomes in Standardised National Literacy and Numeracy Testing . 7
Area 4: Senior Secondary Outcomes .................................................................................... 8 4.1 Record of School Achievement .............................................................................................. 8 4.2 Academic and Non-Academic Pathways ............................................................................... 8 4.3 The Higher School Certificate 2017....................................................................................... 8
Area 5: Professional Learning and Teacher Qualifications ............................................. 12 5.1 Professional Learning ...........................................................................................................12 5.2 Teacher Accreditation Support Program ..............................................................................13 5.3 Teacher Standards .................................................................................................................14 5.4 Complaints and Grievances Procedures ...............................................................................14
Area 6: Workforce Composition ......................................................................................... 15
Area 7: Student Attendance, Retention Rates and Post-school Destinations ................ 16 7.1 Student Attendance ...............................................................................................................16 7.2 Retention Rates .....................................................................................................................16 7.3 Post-school Destinations ......................................................................................................16
Area 8: Enrolment Policy ..................................................................................................... 17
Area 9: School Policies .......................................................................................................... 18 9.1 Student Welfare ....................................................................................................................18 9.2 Anti-bullying .........................................................................................................................18 9.3 Student Code of Conduct ......................................................................................................18 9.4 Reporting Complaints and Resolving Grievances ...............................................................19
Area 10: School Determined Improvement Targets ......................................................... 20 10.1 Achievement of Priorities Identified in 2016 ....................................................................20 10.2 Priorities Identified in 2017 ...............................................................................................27
Area 11: Initiatives Promoting Respect and Responsibility............................................. 28
Area 12: Parent, Student and Teacher Satisfaction .......................................................... 30 12.1 Parent Satisfaction ..............................................................................................................30 12.2 Student Satisfaction ............................................................................................................30 12.3 Teacher satisfaction ............................................................................................................30
Area 13: Summary Financial Information ......................................................................... 31 13.1 College Income ...................................................................................................................31 13.2 College Expenditure ...........................................................................................................32
Appendix A - Enrolment Policy ........................................................................................... 33
Appendix B – Enrolment Contract ..................................................................................... 39
1
Area 1
Messages From Key School Bodies
1.1 THE COLLEGE BOARD
The Saint Ignatius’ College Board acts as a Board of Directors for the College on behalf of the Society of Jesus. It approves
strategic futures, policy and financial affairs as they relate to the school. Membership of the Council carries with it
significant responsibilities to identify with the long term vision of Saint Ignatius’ College Riverview and a desire to
embrace the Ignatian charism that has informed the school’s educational and pastoral program since its foundation in 1880.
Members of the School Council for 2017 were as follows:
Mr John Wilcox (Chair)
Mrs Jennie Hickey
Fr Ross Jones SJ (Rector)
Fr Peter L’Estrange SJ
Fr Jack McLain SJ
Prof Anne Cummins (until May 2017)
Mr Harvey Gaynor
Mr Greg MacKay
Ms Anne McDonald (until May 2017)
Mr Tim Morse (until November 2017)
Dr Elisabeth Murphy
Mr Richard Pegum
Ms Miriam Stiel
The major activities of the College Council for 2017 are listed as follows:
a) Policy formation and implementation. Because of the need to update policy, both in format and content, the
following policy was approved by Council:
a. Enrolment Policy
b) Approval of the school finances including fees, loans, debtors, repayment schedules, billing procedures and
financial modelling.
c) The oversight of all elements of the College master planning including costing, design, environmental
sustainability and construction schedule.
d) The oversight of the School Goals as part of the Strategic Directions Document (2015-2020) which was
released at the beginning of 2016.
e) Support for students from Indigenous and refugee backgrounds as well as support for students with
intellectual disability.
f) The introduction of the ReView Supervised Study Program at the Regis Campus.
g) Continued inroads into the management of residential housing at the College.
h) Participation in the Combined College Council Retreat and a College specific day of strategic alignment.
2
i) Through various sub-committees of Council, oversight of developments in Teaching and Learning, Pastoral
Care, Information Technology, Risk Management and Advancement.
j) Ethos and Identity as it affects an authentic and contemporary expression of Jesuit spirituality, including a
review of Ethos and Identity through five different lenses relating to College policies, practices and
procedures.
k) The oversight of Incorporation of the College.
l) Oversight of professional standards issues as they relate to historical episodes of child abuse and current child
protection measures.
m) The review and approval of Committee Charters to formalise the operation of sub committees.
n) Ensuring sustainability at enrolment, students with additional learning needs review and approval of a
Disability Action Plan.
o) Commenced a partnership with the Indigenous Youth Leadership Program.
p) Engaged an external consultation to conduct a review of Staff Services.
Saint Ignatius’ College Riverview is fortunate to have the commitment, expertise and insight of members of Council
who work to ensure that the College will continue to forge its place as one of the premier schools in the nation. Sincere
thanks are extended to the members of Council for their time, wisdom and commitment to the affairs of the College.
Mr John Wilcox Dr Paul Hine
Chair Principal
3
1.2 THE REPRESENTATIVE STUDENT COUNCIL
The Representative Student Council (RSC) is a student-elected body within the College, charged with facilitating
dialogue between the students and the College administration on decisions of significant impact to the student body. This
encourages students to play a role in formulating College policies and provide feedback on issues impacting on students.
In this capacity, it works collaboratively with the Student Leadership Group, comprised of the three College Captains,
House Captains and Prefects.
The Representative Student Council is elected by students from their respective years: one student per year group per
House is appointed to the position of student representative. Meetings occur fortnightly and are coordinated by a member
of staff, in close conjunction with the College Captain and Vice-Captains. The meetings expose student representatives to
negotiation and planning skills necessary to plan and run a successful event, as well as vital communications skills as they
relay information between their peers and the College administration.
Additionally, the RSC invests much effort into the co-ordination of several charitable fundraising events throughout the
year. The purpose is two-fold:
• Following the ethos of the school, skills for engagement in charitable works and help for those in need are
developed.
• The coordinated events provide diversity and entertainment for the student body during lunchtimes. In 2017, the
RSC raised funds for a variety of Ignatian charities through social and awareness-raising events and dances.
Throughout 2017, student representatives continued to demonstrate leadership, initiative and teamwork, while having
developed a greater understanding of the role of service.
Mr Patrick Lowe
Deputy Principal Students
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Area 2
Contextual Information and
Characteristics of the Student Body
2.1 COLLEGE STATEMENT
Please refer to the My School website: http://www.myschool.edu.au
2.2 THE CO-CURRICULUM REPORT
In 2017 co-curriculum program provided many opportunities for Riverview students to extend themselves outside of the
classroom and continued to be an important part of the overall rounded education that is delivered.
The connection between co-curriculum and classroom progress was evident again in the excellent HSC results. We saw
that the majority of our top students excelled on the sporting field, music room or theatre stage. Their involvement in
sport builds stamina, discipline and determination to achieve a goal. Within this framework, students learn the power of
reasoning, mental development and to some extent specialisation in a sporting field. In all our co-curriculum activities,
opportunities for the students to show leadership, sharing of ideas, community spirit and tolerance are evident. For those
students who experience challenges in the classroom, the co-curriculum program offers physical and practical outlets as
well as providing opportunities to from long lasting friendships.
Our students continued to participate in large numbers across the wide offering of sports. In summer, the majority of boys
participated in Basketball, Cricket and Rowing which have been offered at the school for many decades. In the winter, the
3 main codes of Rugby, Football and AFL continued to reflect the country’s love of ‘football’ codes. For those students
who didn’t fit this mould, a large variety of sports catered for their interests with very little variation in numbers from the
last five years.
5
TA B LE 1 . N U MB ER OF S TU D EN TS BY S POR T
Winter Sport Numbers Summer Sport Numbers
Australian Rules Football 120 Baseball 35
Cross Country Running 15 Basketball 495
Fencing 18 Fencing 12
Football 394 Golf 22
Martial Arts 21 Martial Arts 14
Mountain Bike Cycling 19 Mountain Bike Cycling 64
Rugby 650 Rowing 180
Volleyball 52 Sailing 36
Winter tennis 31 Summer Athletics 42
Exempt (elite, injury, Yr12) 75 Surf Life Saving 61
Table Tennis 14
Tennis 110
Touch Football 25
Water Polo 95
Exempt (elite, injury, Yr12) 52
Riverview teams continued to strive for the ‘Magis’ and were rewarded with great success. During the summer, the 2nd V
Basketball side won the GPS Premiership and our Intermediate (U15/16s) swimming team won the the GPS Premiership.
During winter, our 1st AFL team won their second NSW Independent Schools AFL Competition and the 1st and 2nd XI
Football sides won the GPS Premiership. Our 1st XI Football side also went on to win the NSW CIS Football knockout
title and then went on to the NSW Schools Championships where they finished 2nd. Our 1st and 2nd XV Rugby teams both
finished 4th place in the GPS Rugby Premiership. In the Jesuit Schools’ Championships, we came 3rd in the Basketball
Carnival hosted by Xavier College in Melbourne and the Tennis Carnival hosted by St Aloysius’ in December. Individual
students made Australian sides and represented their country in sports such as Water polo, Fencing, Skiing and Sumo
Wrestling during 2017.
6
Performing Arts has continued to flourish at the College in 2017. As per the Jesuit tradition, there was a play practised
and performed by all year groups from Year 7 through to Year 12. Theatresports has continued to grow in popularity and
our Senior Team made it to the state final in 2017 held at the Enmore Theatre. In 2017 it was the senior students’ turn to
perform in a musical. Over 150 students across Years 9-12 performed The Wiz to sell-out crowds over four nights. The
expertise on display was evident in our boys and the girls’ schools that participated.
400 boys play musical instruments at the College in over 15 musical ensembles. Most of the ensembles competed in
eisteddfods and gained placings and honorable mentions. At the end of 2017 we said farewell to Mr Dev Gopalsamy, our
Head of Performing Arts for more than a decade.
Interstate and international tours are ingrained in our co-curriculum calendar and provide opportunities for boys to compete
and experience life in our diverse world. In April 2017, 40 staff and students visited the east coast of the USA for a Rugby
Tour. A similar itinerary was followed by 24 boys and 5 staff on a Basketball Tour of the east coast of the USA. These
Tours recorded great success on the field of play, but more importantly, lasting friendships were formed with the students
and families who hosted them.
Andrew Szabo
Head of Co-curriculum
7
Area 3
Student Outcomes in Standardised
National Literacy and Numeracy Testing
2008 saw the introduction of the National Assessment Program - Literacy and Numeracy (NAPLAN). Under this
program, all students across Australia in Year 3, Year 5, Year 7 and Year 9 sit a series of tests that give data on student
performance and achievement.
In Year 5, 1% of students achieved below the NMS in Reading, 1% in Spelling and 0% in Numeracy, while 3% of
students achieved below the NMS in Writing and 3% in Grammar and Punctuation. In Year 7, no students achieved
below the NMS in Reading, Writing, Spelling, Grammar and Punctuation and Numeracy. In Year 9, no students achieved
below the NMS in Reading, 2% in Spelling and 0% in Numeracy, while 5% of the students achieved below the NMS in
Writing.
TA B LE 2 . N A PLA N % OF S TUD EN TS I N TOP 2 B AN D S
2017 Year 5 Year 7 Year 9
NAPAN Test School State School State School State
Reading 63% 40% 56% 31% 43% 25%
Writing 14% 18% 28% 21% 19% 18%
Spelling 48% 38% 61% 41% 39% 31%
Grammar and
Punctuation 54% 36% 46% 30% 26% 25%
Numeracy 56% 33% 64% 35% 58% 30%
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Area 4
Senior Secondary Outcomes
4.1 RECORD OF SCHOOL ACHIEVEMENT
In 2017, no students required the issuance of a Record of School Achievement.
4.2 ACADEMIC AND NON-ACADEMIC PATHWAYS
All Senior boys have the option to take a pathway that will lead to an ATAR, with this leading to an offer of a place in
university. Some students, however, have no desire to move into tertiary education at university, and prefer to enrol at
TAFE, with a private provider or go directly into employment post-HSC. These students choose subjects that will lead to
an ATAR but provide a knowledge base and skills relevant to their career aspirations. In 2017, six students (2.5%)
accessed VET/TVET courses external to the College in Automotive, Construction, Plumbing, Hospitality and Software
Design & Development, with five students attaining a VET qualification in addition to their HSC qualification. Also, in
2017, one student opted out of the ATAR pathway by selecting English Studies (non ATAR) for his HSC year.
4.3 THE HIGHER SCHOOL CERTIFICATE 2017
311 Riverview students sat the HSC in 2017; 239 were Year 12 students with another 72 Year 11 students accelerating in
Studies of Religion 1 Unit, Mathematics, Information Processes and Technology and Engineering Studies.
DISTING UISHED ACHIEVERS
The 2017 students gained 347 Band 6 results and 66 Band E4, giving 413 in total.
Graph 1. HSC E4 and Band 6 Results
The 2017 HSC Band 6/E4 achievement is the highest result ever achieved.
127146 145 155
277 288271
332
281322
293314 305 306 304
349
413
0
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7Band 6 / E4 Count
E4 Band 6 Total
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PREMIER’S ALL-ROUNDER AWARDS
13 students were recognised as All-Rounders (with ten or more units in Band 6, or a mark over 90%).
TOP ACHIEVERS
Riverview students earned high placings across the state in a number of subjects. Riverview students achieved 1st place in
the state in Chinese Continuers, 2nd place in the state in Chinese Extension, 4th place in the state in English Extension
One, 4th place in the state in Mathematics General 2, 4th place in the state in Engineering Studies, and 5th place in the
state in Chinese Continuers.
ATAR STATISTICS
The highest ATAR for Riverview in 2017 was 99.95. In addition, 19 students achieved an ATAR above 98 and 44% of
eligible students achieved an ATAR of 90 and above.
PERCENTAGES OF STUDENTS ACHIEVING BANDS 5 & 6 (E3 &4)
In the following subjects, 100% of students achieved a Band 5 or 6: Chinese Continuers, Chinese Extension, Classical
Greek Continuers, Classical Greek Extension, English Extension 1, English Extension 2, French Extension, Italian
Continuers, Italian Extension, Latin Extension, Music 1, Music 2, Music Extension and Primary Industries.
In the following subjects, students achieved 5% or more above the NSW state mean: Agriculture, Ancient History,
Biology, Business Studies, Chemistry, Chinese Continuers, Drama, Economics, Engineering Studies, English Standard,
Geography, IPT, Legal Studies, Mathematics General, Mathematics, Mathematics Extension1, Modern History, Music 1,
PDHPE, Physics, Primary Industries and Senior Science.
10
TA B LE 3 . PERC EN TA GES OF S TU D EN TS A C HI EV I N G B AN D S 5&6
(E3&E4)
Course Name
No. of
Students
Riverview %
Band 6 or E4
Riverview %
Band 5 or E3
Riverview %
Bands 5 & 6
E3 & E4
Agriculture 12(=) 0(-) 33.33(+) 33.33(-)
Ancient History 24(=) 25(+) 29.16(=) 54.16(+)
Biology 41(-) 26.82(+) 34.14(-) 60.96(-)
Business Studies 103(+) 37.86(-) 42.71(+) 80.57(-)
Chemistry 30(-) 16.66(+) 53.33(+) 69.99(+)
Chinese Continuers 12(+) 58.33(+) 41.66(-) 100(=)
Chinese Extension 7(=) 57.14(-) 42.85(+) 100(=)
Classical Greek Continuers 3(+) 100(+) 0(-) 100(=)
Classical Greek Extension 3(+) 100(=) 0(=) 100(=)
Drama 18(+) 27.77(+) 44.44(-) 72.21(-)
Economics 79(+) 41.77(-) 43.05(+) 84.82(+)
Engineering Studies 32(+) 25(+) 50(+) 75(+)
English Advanced 197(+) 24.36(-) 53.29(-) 77.65(-)
English Standard 42(+) 0(=) 26.19(+) 26.19(+)
English Second Language 2 0 50 50
English Extension 1 17(-) 58.82(+) 41.17(-) 100(=)
English Extension 2 3(-) 33.33(=) 66.66(=) 100(=)
French Continuers 11(+) 9.09(-) 54.54(+) 63.63(-)
French Extension 6(+) 33.33(+) 66.66(-) 100(=)
Geography 32(+) 6.25(-) 62.5(+) 68.75(+)
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History Extension 23(+) 21.73(+) 73.91(+) 95.64(+)
Industrial Technology 14(-) 0(-) 7.14(-) 7.14(-)
Info Processes Technology 12(-) 8.33(-) 50(-) 58.33(-)
Italian Continuers 2(=) 50(=) 50(=) 100(=)
Italian Extension 2(=) 0(-) 100(+) 100(=)
Latin Continuers 12(+) 25(+) 33.33(-) 58.33(-)
Latin Extension 4(-) 75(+) 25(-) 100(=)
Legal Studies 14 42.85 42.85 85.7
Mathematics 2 unit 102(-) 60.78(+) 26.47(-) 87.25(+)
Mathematics General 2 116(-) 31.89(+) 39.65(+) 71.54(+)
Mathematics Extension 1 64(+) 48.43(+) 50(+) 98.43(+)
Mathematics Extension 2 24(+) 29.16(-) 66.66(-) 95.84(-)
Modern History 75(+) 6.66(-) 61.33(+) 67.99(-)
Music Extension 1(=) 0(-) 100(+) 100(=)
Music 2 2(+) 0(-) 100(+) 100(=)
Music 1 10(+) 90(+) 10(-) 100(=)
PDHPE 32(-) 28.12(+) 37.5(+) 65.62(+)
Physics 38(+) 13.15(+) 36.84(+) 49.99(+)
Primary Industries (exam) 4(=) 0(=) 100(+) 100(+)
Senior Science 14(-) 7.14(+) 21.42(+) 28.56(+)
Studies of Religion 1unit 96(-) 15.62(+) 39.58(+) 55.2(+)
Studies of Religion 2 unit 73(-) 10.95(-) 50.68(-) 61.63(-)
Visual Arts 28(=) 21.42(-) 64.28(+) 85.7(+)
(+) indicates greater than 2016
(=) indicates equal to 2016 result
(-) indicates lower than 2016
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Area 5
Professional Learning and Teacher
Qualifications
5.1 PROFESSIONAL LEARNING
Highlights of the Professional Learning Program in 2017 included a particular focus on Ignatian pedagogy and
spirituality, staff and student wellbeing and innovation in the key ministry of teaching. Experiences included the sharing
of life stories, a whole staff drumming circle, keynote speakers on the importance of sleep for performance, current
neuroscience research and reflection by College leadership on the Through the Eyes of a Student program. During the
Ignite your Teaching Staff Day at the beginning of Term Two, teachers were also participants in nine workshops
delivered by 10 of our own internal talents. Topics covered by these workshops included; adaptive leadership, visible
thinking, the question formulation technique, teaching adolescent boys, active learning strategies, project based learning,
Socratic circle discussions, and using ICT to create greater opportunity for student voice in the classroom. The
Companion and Executive team also facilitated eight learning circle discussions regarding behaviour management,
assessment as learning, feedback, data, Ignatian pedagogy, effective student talk and new learning environments at the
College.
The Teacher Review and Development program ran effectively for the third year in a row and involved 54 teachers, 11
leaders and a team of 10 companions (as well as the Head of Professional Learning, one consultant and one teacher
accredited at Highly Accomplished Teacher level) to support the program. Participants set goals relating to areas of
practice such as differentiation, assessment for learning, literacy, feedback, reflection, questioning, resource creation, ICT
integration and data use. Feedback from teachers and Heads of Faculty highlighted continued benefits from cross-faculty
collaboration, lesson observations and increased discussion to improve student outcomes. One area for improvement in
2018 is the timing of the program to allow equal opportunity for feedback and recognition between the Semester One and
Semester Two cohorts as well as developing a stronger link between school and teacher goals.
In November 2017, Riverview hosted 26 delegates from Jesuit schools around the Asia-Pacific region for the Ignatian
Teacher Program (formally AITP). The week-long conference provided opportunities for delegates to participate in
instructional rounds and lesson observations in both the Regis and Senior Campuses and to strengthen our network across
the East Asia region through reflection and conversation about Ignatian pedagogy. A proposal was made for Riverview to
develop a further program specifically focused on the importance of Holy Conversations and companionship in the
professional development of staff in our Jesuit network.
Riverview accommodated seven pre-service teacher placements across faculties such as History, TAS, Science,
Languages, Business studies and PD/Health/PE as well as supporting two University student observations in SEIP and the
library. The Teacher Education Scholarship Program continued in partnership with the University of Sydney and the
University of New South Wales to provide two internship placements across the faculty areas of History, Languages and
Business Studies.
During 2017, 16 leaders in the College participated in the Leadership review process Aligning Leadership, Ignatian
Spirituality and College Goals which involved personal reflection, consultation and action planning. From this process,
leaders developed their Review Action Plan and identified professional learning opportunities to support their continuous
professional and spiritual development.
.
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Graph 2. Staff Professional Development Expenditure for 2017
Total spend for 2017 = $214,245.68.
Including travel, accommodation and post graduate subsidies of $35,140.42
Average per staff member (315) = $680.15
5.2 TEACHER ACCREDITATION SUPPORT PROGRAM
The College continued to formally support both Proficient Teacher and Experienced Teacher Accreditation in 2017.
The Proficient Teacher program involved a group of ten graduate, intern or early career teachers, meeting every fortnight
throughout the year. Middle leadership and experienced staff members volunteered personal tips and perspectives on
topics such as managing classroom behaviour, Ignatian pedagogy, differentiation, writing programs and creative
pedagogies, preparing for parent teacher interviews, lesson observations and planning for quality professional learning.
From this cohort, six were successful in completing their accreditation at Proficient Teacher Level before the end of 2017.
Experienced Teacher Accreditation is a voluntary level of accreditation through the Independent Schools Teacher
Accreditation Authority (ISTAA) and Riverview supported four of its staff members towards their successful completion
of this rigorous and externally assessed accreditation level. Support included fortnightly lunchtime meetings and extensive
one-on-one sessions with the Head of Professional Learning. From this cohort, three teachers chose the Standards
Pathway while one chose the Action Research Pathway (the first ever to do so at the College) and was recognised by the
Australian Independent Schools Association with a distinction for their report on using technology to create differentiated
learning spaces in a classroom. Their work was also shadowed by a PhD student from Sydney University.
The College also supported two Highly Accomplished staff to attend the first Highly Accomplished/Lead Teacher
(HALT) Summit in March.
January$0.000%
February$15,558.77
7%
March$12,421.95
6%April
$17,389.148%
May$14,381.65
7%
June$9,325.54
4%
July$12,184.30
6%August
$56,989.4927%
September$31,915.23
15%
October$12,971.67
6%
November$11,258.44
5%
December$19,849.50
9%
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5.3 TEACHER STANDARDS
There are 198 teachers at the College who have teaching qualifications from higher education institutions within Australia
or as recognised within the National Office of Overseas Skills Recognition (AEINOOSR) guidelines.
One teacher has qualifications as a graduate from a higher education institution within Australia or one recognised within
the AEINOOSR guidelines but lacks formal teacher education qualifications.
There are no teachers without the qualifications described above.
5.4 COMPLAINTS AND GRIEVANCES PROCEDURES
The College has well established policies and procedures for dealing with a range of complaints and grievances including,
but not limited to; workplace bullying, harassment, and inappropriate use of technology. These policies and procedures
are published, updated as required and accessed on-line through the College intranet.
The College provides biennial information sessions to all staff on harassment and bullying in the workplace. These
sessions are conducted by a senior lawyer from the Catholic Commission for Employment Relations or the Association of
Independent Schools.
The College had very few formal complaints or grievances during 2017. However, those that were received were
successfully resolved through mediation or other established practices.
Sally Tranter
Deputy Principal Staff
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Area 6
Workforce Composition
In 2017, Saint Ignatius’ College employed 487 full-time, part-time, contract and casual staff. Of these, 199 were full-time
or part-time teachers with a total composition of 52% male and 48% female. The application process allows for prospective
employees to identify themselves as Aboriginal or TSI. The field is not mandatory due to the Privacy Act, but two have
identified themselves as being Aboriginal or TSI.
On average, teachers at the College attended 95.56% of teaching days. Leave days included sick leave, family leave,
funeral leave, compassionate leave, special leave with pay, special leave without pay and workers compensation leave.
The proportion of teachers retained from the previous reporting year was 93%.
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Area 7
Student Attendance, Retention Rates and
Post-school Destinations
7.1 STUDENT ATTENDANCE
On average, 95.5% of students attended school on a typical school day in 2017. This was similar to the attendance rate in
2016 and there are no significant trends or features to report.
ATTEND ANCE R ATE B Y Y EAR G ROUP
Year 5 – 96%
Year 6 – 95%
Year 7 – 93%
Year 8 – 97%
Year 9 – 95%
Year 10 – 95%
Year 11 – 96%
Year 12 – 97%
Policies relating to student attendance and the management of absences are included on the Student Portal. The process for
non-attendance is for the parent/guardian to contact the Student Office by phone or via email in the morning to register their
son’s absence. If reported by phone, the absence is then formally confirmed by the parent/guardian sending an email
outlining the details of the absence to the Head of House. Daily attendance rolls and data are retained in soft copy and
archived, then entered on Semester reports on student roll lists.
7.2 RETENTION RATES
95% of those students in Year 10, 2015 completed Year 12, 2017 at the College. This is similar to the retention rate of
previous years and there are no significant trends or features to report.
7.3 POST-SCHOOL DESTINAT IONS
Of the students who left the College in Year 10 or 11, the majority left due to family circumstances and chose to continue
formal education in another school. A small minority chose to enter the workforce or attend vocational training.
Of the 245 Year 12, 2017 graduates, 12 joined the year group in Years 11 & 12. The overwhelming majority of graduates
continued on to university at the completion of their school education – with most attending universities in the Sydney
area. Some graduates chose to defer their university place for a year and accept a ‘gap year’ position at schools overseas –
primarily in the UK and Ireland. A small minority of graduates chose to pursue full-time employment.
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Area 8
Enrolment Policy
The full texts of the College’s Enrolment Policy and Enrolment Contract are attached as Appendices A and B. The
following changes were made to the College Enrolment Contract (Appendix B) in 2017:
• ‘College Council was changed to ‘College Board’
• The College ABN was amended
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Area 9
School Policies
9.1 STUDENT WELFARE
The safety, protection and well-being of all students is of fundamental importance to the College. The Child Protection
Policy outlines the key concepts and definitions under the relevant legislation, including mandatory reporters, reportable
conduct, and risk management. In particular, the Child Protection Policy sets out expected standards of behaviour in
relation to employees and contractors and their relationships with students. Having a large residential boarding school
community, the College is acutely aware of its additional duty of care for all boarding students outside normal class
teaching hours and, accordingly, has instituted practices and procedures to accommodate this significant residential
component in the College.
The full text is available on the College website. There were no changes to this policy in 2017.
9.2 ANTI-BULLYING
The College policy on anti-bullying is reflected in the Statement, Discrimination, harassment and bullying statement for
employees, contractors and volunteers. The purpose of this Statement is to provide direction to staff regarding their
obligations with respect to complying with the relevant law on unlawful discrimination, harassment and bullying as it
pertains to the workplace. Everyone at Saint Ignatius’ College Riverview has the legal obligation not to discriminate
against, or harass for any unlawful reason, or bully for any reason any employee, agent, contractor, supplier, volunteer,
parent, student or visitor. The College expects all staff members to treat each other, and other people with whom they
come into contact as representatives of the College, with respect and courtesy.
The full text of the Statement is available on the College internal portal, accessible to staff. There were no changes to this
policy in 2017.
An anti-bullying policy for students outlines separate student expectations and responsibilities. The full text is available
in the Student Handbook and on the College internal portal, accessible by staff, students and parents. No changes were
made in 2017.
9.3 STUDENT CODE OF CONDUCT
Our way of proceeding has been developed over many years at Riverview. Rules exist for two purposes: firstly, because
of the formative value for students growing into manhood; secondly, simply for the efficient and safe administration of a
large community of people. At Riverview, students are required to abide by certain rules of conduct and to follow the
directions of teachers and others with authority delegated by the College. Where disciplinary action is required, decisions
will vary according to the nature of the breach and a student’s previous behaviour. Student discipline policies are based on
principles of procedural fairness and disciplinary action that may result in student suspension, expulsion or exclusion, will
involve parents in the processes of procedural fairness. Corporal punishment is not permitted under any circumstances
and the College does not sanction corporal punishment of students by non-school persons.
The full text is available on the College internal portal, accessible by staff, students and parents. There were no changes
in 2017.
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9.4 REPORTING COMPLAINTS AND RESOLVING GRIEVANCES
Saint Ignatius’ College, Riverview is committed to resolving all grievances through effective, fair and impartial
procedures. While members of staff are professional educators whose aim is to promote the learning and personal
development of all students and help them achieve their personal best, it is acknowledged that there may be occasions
when a student may perceive that he has received an unfair or inappropriate response to a behavioural issue or an
academic result that does not correspond to the level of effort and/or ability put into a task.
One of the key aims of this Policy is to maintain good pastoral relations between all parties. This Grievance Policy
provides a process by which grievances can be resolved. It is based on the principles and procedures of Due Process,
which includes among other things: informing the community about the working of the Policy; providing all parties with a
fair and complete hearing; enacting consequences which are consistent, fair and commensurate with the seriousness of the
matter; and having in place a system of appeal. In the first instance, students and parents are encouraged to discuss any
concerns with their Head of House.
The full policy is available on the College website. There were no changes to this policy in 2017.
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Area 10
School Determined Improvement Targets
10.1 ACHIEVEMENT OF PRIORITIES IDENTIFIED IN 2016
AREA 2016 IDENTIFIED
PRIORITIES ACHIEVED IN 2017
Faith Formation
and Ignatian
Spirituality
Facilitate the Ethos and
Identity Review.
Completed.
A strong affirmation of the religious and spiritual dimension
of College life has been forthcoming as a result of the
review.
Some areas of growth and improvement have been
identified and these will be progressively factored into
perennial goals over the next three years.
The full report of the Review was presented at Council by
Fr Tom Renshaw SJ at the September meeting.
Develop and implement a
Strategic Plan for the
Ignatian Centre.
Strategic Directions for the Ignatian Centre 2018-2020 has
been developed and implementation will begin in 2018.
The document centers around Staff and Student Formation
areas.
Data from the Review of the Ignatian Centre, staff
feedback to Days of Formation and the report from the
Ethos and Identity Review has been collated and
considered by both the Student and Adult Ignatian Teams
in the development of the Strategic Directions document.
Review and update
structure and content for
Years 7 and 8 Days of
Reflection.
The Year 8 Day of Reflection has taken place for all year 8
students, focusing on relationships and positive masculine
image in a Christian context.
There is still a need to develop a Year 7 Day of Reflection.
There is a need to place this day in the context of either
the House System or the RE program.
The efficacy of this will be monitored through seeking
student feedback over the next three years to compare and
contrast the key elements of each respective program.
Empower a Student Consult
to provide guidance to staff
and take ownership of a
range of the programs that
are run through the Ignatian
Centre through reflection,
review and advice.
A Student Consult of Year 11 students was convened in
conjunction with the changeover of student leadership.
A range of feedback was noted from this group with
respect to the Year 12 Retreat, 2018.
Further development will include expanding this group to
other year groups within the College.
Design a leadership
program for leaders in
Jesuit and partner schools
across Australia.
This has been the object of significant work throughout the
year.
In March, Bill Hobbs from Washington visited Riverview
and worked intensively with John Gilles and Sally Tranter
on an Australian leadership program, which will be
available to all Jesuit schools in the Province.
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Later in the year, Sally travelled to the US to monitor the
delivery of the program and to calibrate the units that would
form part of the Australian leadership program.
This will be the first of its kind in Australia and will be ready
for delivery in 2018. Jesuit and Ignatian schools across
Australia will have delegates participating.
Teaching and
Learning
Formal introduction of the
SELT program.
The first introduction of the SELT program occurred late in
Semester 1 and the extensive preparations undertaken
through Explorance software, the Australian Catholic
University and Curtin University yielded positive results.
All core faculties were covered across Years 7, 9 and 10
and the results formed the basis of professional review
between teachers and Heads of Faculty.
As part of the preparations, Heads of Faculty received two
days of coaching/training in advance of discussions that
were held with subject teachers.
Factor loadings of the instrument have been tested and
four of the six scales have shown reliability and internal
coherence in context of the AITSL teaching standards from
which they have been developed.
Modification to the instrument has occurred and the
second iteration will be undertaken prior to the end of the
year, in accord with AITSL standards.
I presented a short paper on this at the Association of
Heads of Independent Schools of Australia (AHISA) in
New Zealand and it was well-received.
Data measurement
capacity, including
NAPLAN, Canvas, iWise,
‘r’, Z score profiles for
analysis.
This continues to be the object of intensive investigation
and pursuit.
For the second year in succession, a small delegation
travelled interstate to spend time with staff at Brisbane
Grammar to cross reference software systems, indices and
strategic developments in the field.
Data that is loaded onto CANVAS has been made
compatible with the software analytics that are increasingly
being applied across academic and pastoral fields. The
software company that we are pursuing in light of capacity,
cost and references is AYRA.
It is envisaged that an appointment will be made to the
position of Analytics Coordinator in 2018 as budget
provision for the role has been made.
In addition, software licences based upon usage are being
formalised for Heads of Faculty and Heads of House only
to this point, given the expense of full access to system.
Implement integrated
learning modules for Year 7
students.
Completed. The Year 7 ‘Magis’ program combined
faculties of Maths, Science and Technology and the
projects were STEM focused. The degree to which
students have found the modules engaging and worthwhile
is being evaluated in the final weeks of the year.
New modules are being developed for implementation in
Year 8 in 2018 with a Humanities focus with the
collaboration of the faculties of PDHPE, Geography and
Religious Education.
An ‘Integrated Learning Coordinator’ has been appointed
to lead the Magis Program from 2018.
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Develop a student and
parent communication and
training strategy for
CANVAS.
The use of CANVAS among parents has increased from
30% to over 50%. This is 10% short of the anticipated
benchmark but it is pleasing to see a 60% increase from
2016.
Two CANVAS workshops were conducted for parents on
the Regis campus and the Senior Campus, respectively,
both of which were well attended.
The aim for 2018 is to increase overall parent use to 75%,
acknowledging that we are dealing with an established
parent clientele in the senior secondary who are either
reluctant or unlikely to make the foray into the software so
late in their boys’ education.
Continue with the
implementation of the
Teacher Review and
Development process and
support teachers to make
effective use of available
data to improve learning
outcomes for students.
This has continued unabated.
Teacher Review & Development in 2017 has directly
involved a total of 80 teachers.
This number included:
• 56 teachers who were ‘Companioned’ every fortnight,
by 10 additional staff (and a Highly Accredited
Teacher). These teachers set goals against the
Australian Professional Standards for Teachers
(APST), had lesson observations and a final report
involving 14 HOFs (NOT included in the total number)
• 16 people from the cohort (plus two ICT staff
members – Brett Houghton and Chris Beckett - not
included in the total) shadowed 17 students for a day
(approx. 64 different classes) in the ‘Through the
Eyes of a Student’ experience
• Sharon McLean facilitated 4 Observational Rounds at
Regis Campus involving 16 staff and visiting 3 or
more homerooms during various times of the day
• Of the total staff involved in Review & Development
this year - 11 were from leadership positions
(including four Executive members)
• One teacher did not complete the R & D process in
2016 and was carried over to 2017 and has since
completed it in Semester 1
• One teacher was given an extension of time to
complete the process due to the nature of their part-
time load at Regis
Alongside the Review & Development process were 9
teachers working towards Proficient Teacher Accreditation
and 4 teachers towards Experienced Teacher
Accreditation. These processes involved 9 HOFs
observing approximately 26 lessons.
Pastoral Care
Design and implement a
professional learning
program for all teachers
that supports the pastoral
care of students.
A scope and sequence pastoral program has been
presented and accepted by the Executive. It will roll out in
two forms in 2018. The horizontal program will be
administered in Mentor Groups with the Head and
Assistant Head of House responsible for a standardised
implementation. A vertical pastoral program is also in place
whereby year groups will be given presentations each term
on topics appropriate to their age.
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Review and implement
Grievance and Anti-Bullying
and Harassment Policies.
Documents remain under review for implementation in
2018.
Deliver student and parent
Colloquium Forums - Digital
Citizenship; Mental Health,
Healthy Male Identity and
Healthy Habits
Completed.
In each instance the colloquia were well attended, be that
in a physical sense in Ramsay Hall or through the live
streaming that beamed the seminars throughout Australia
and across the world.
A ‘live’, online audience generally hovered between 80-110 parents while the physical audience ranged from 170-300 depending on the topic and speaker.
An in-principle decision was made not to survey parents at
the end of each workshop in response to feedback that the
College (along with many other organisations and
institutions) places significant demands on their
constituents to complete various surveys and
questionnaires.
Broaden student
engagement with a Cultural
Audit and assess findings.
Because of the work done on the SELT program,
particularly with the number of student surveys in the
second half of 2017, it was believed best to carry this over
to 2018 and avoid survey fatigue.
The necessary arrangements have been formalised with
Curtin University for the WHITS survey instrument and a
budget provision has been made for the external
assessment and report of the findings.
Introduce the Australian
Childhood Foundation
Program in accord with
Province requirements.
As a result of the sequence of the schools across Australia
to undertake this accreditation, it has been deferred until
April 2018.
It was at the request of the Province that this be deferred
as all measures had been taken in advance internally to
facilitate this program.
Community
Participation
Strengthen links between
P&F, Old Ignatians’ Union
(OIU) and Past Parents’
Association.
Planning and review meetings were held between each of
the respective associations early and late in 2017, as
occurred for the first time in 2016.
There was an acknowledgement of common goals and
how each could work for the greater good of the other.
In the area of fundraising there was mutual support for the
targets and priorities of each, which Aleks Duric (Director
of Advancement) was responsive to throughout the course
of the year.
One particular feature of 2017 was the attendance of the
President of the OIU at each and every boarding and
overseas function that aimed to promote the cause of
community and capital gifts be that in country New South
Wales, interstate, or the extended visit to Asia in
October/November.
Launch the Capital Gifts
Program.
Eight Capital Gifts Dinners were held, two of which were in
the home of Richard Pegum, four in the home of the
Principal and two in the homes of current parents (Grainne
Meehan and Paul Henry).
While the functions were enjoyable they were also
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financially productive.
A full report of the affairs of the Development Office in
context of the Capital Gifts program will be presented via
Aleks Duric.
Promote boarding via
visitation to rural areas.
A concerted effort was made to build relationships with the
rural and overseas communities who support boarding at
the College.
A 10-day travelling roadshow visited a number of the towns
that have supported boarding at the College including
Dubbo, Bathurst, Warren, Young, Orange, Newcastle,
Cowra, Mudgee and Tumut, as well as regions in Asia
including Singapore, Hong Kong and Shanghai.
Independent reports have been submitted to Council that
outline the strengths and futures of such visits.
Note: Over the past two years there has been a noticeable
increase in boarding enrolments in junior secondary.
Numbers have risen from 23 in 2015 to 36 in 2017 and 32
are enrolled for 2018. At this stage, 2019 is very strong and
looking to be 36. Total numbers of boarders have fallen,
largely due to the introduction of ReView. This was
anticipated in advance but is a highly regarded program
that is serving the needs of many of the local families in the
city.
Strengthen links with other
Jesuit agencies.
The annual visit to Clongowes Wood in Ireland yielded
appreciable gains for boys who were part of the exchange.
The Rugby Tour in 2017 was, for the first time, aligned with
Jesuit schools in the United States where a mutual
exchange of ideas, ethos and programs occurred.
The Italian Tour spent time in the Gesu in Rome, the
headquarters of the Society of Jesus in the world.
Another staff and student exchange is calendared for
Boston College and Fordham Prep for 2018. Final
preparations are being entered into over the coming weeks
for the boys from the US to visit in June with a reciprocal
visit in September.
The Ignatian Leadership Program (as outlined in Section 1
of this report) spawned new links with the United States
that will be developed throughout the course of 2018.
Manage Professional
Standards issues as they
arise.
As is always the case, this is a particularly demanding and
time consuming area.
One major criminal matter has loomed throughout 2017
and there has been much follow up in the aftermath of the
Royal Commission. The College has responded to each of
its compliance obligations in this area and has gone well
beyond to fulfil its pastoral obligations to former victims of
abuse.
All historical cases of child abuse have been entered into
Polonious and been reconciled with school records. This
has been a colossal task over the last 18 months but has
now come to completion. In addition, any current matters
that relate to mandated notification as it affects sexual
abuse has also been entered into Polonious, whether it
affects past or present staff and/or past or present
students.
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To complete the promise that was made in July of 2016 to
survivors, the artwork that has been commissioned for the
Memorial section of the Rose Garden has now been
installed. Survivors will be invited at their leisure to visit and
spend time in the area should they wish.
Resource,
Environment and
Risk Management
Deliver Stage 1 – Therry
Building.
Despite the structural problems detected with the original
slab and the delamination of concrete that needed
remediation, the rest of the building has gone according to
plan.
Estimated time of occupancy is the beginning of Term 2
2018, with the Furniture, Fit Out and Equipment to be
installed from April 11th to allow for a smooth transition
over the break.
The Plant and Fabric Committee and the Finance
Committee have worked intensively to keep this project to
time and cost estimates that were entered into 12 months
ago. Both deserve acknowledgment and thanks from
Council.
Complete Asset
Management System and
introduce a Document
Management System.
Work is continuing on the implementation of a
comprehensive Asset Management System for the
College’s property, building and plant and equipment
assets. Integration issues between the College’s financial
Asset Register in Synergetic and the Asset Management
System have not been resolved, delaying the full
implementation. Work will continue on this project during
2018.
The College has identified that further scoping work is
required to fully understand the College’s needs and
requirements of a Document Management System before
a preferred solution can be identified and implemented.
Given the complexity in this area, the College will be
engaging a consultant in 2018 to assist the College with
this scoping work, conducting business process analysis
and identifying the right solution for the College’s
Document Management needs. It is expected the
introduction of a Document Management System across
the entire College will be at least a three-year project.
Undertake Ongoing
Improvement Reviews for
targeted operation areas
and implement review
recommendations.
Reviews conducted prior to 2017 are still responding to the
implementation strategies that were developed at the time.
This is specifically in the area of the First Nations Program,
the Ignatian Centre and Mirrabrook. In the case of the
latter, there are specific implications for the College
Council with regard to long term futures.
Following a review of policy and practice associated with
Learning Enrichment at Council, a formal review of the
Learning Enrichment Centre has been conducted by Greg
Conlon. The report is due to be tabled in early 2018.
The terms of reference of the Co-curricular Review have
been completed and the preliminary steps towards this will
be undertaken early in 2018.
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Formalise risks through the
Compliance Officer with
meliorating strategies that
address priority risks.
Major work has been conducted and reports have been
supplied to Council on a regular basis.
David Neal has been contracted to undertake a review of
major security and infrastructure risks. David has
committed to send a consolidated list of risks through by
early January 2018 together with strategies to address key
risks across 2018 and beyond.
Given some of the historical arrangements that the College
has entered into over decades, there is a need to be
constantly mindful of existing arrangements (eg Indian
Bazaar) that need to be the object of close scrutiny for the
way that they identify and manage risks into the future.
The risk register is reviewed on an ongoing basis and
reported on quarterly.
Establish GPS
Environmental Network.
This has begun with 5 GPS schools joining the network but
there is much work ahead. Riverview is driving this
initiative but other schools are slow to come on board.
The Environmental Watch Breakfast at Riverview hosted
18 schools in the region to profile the cause of
environmentalism and ecological sustainability.
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10.2 PRIORITIES IDENTIFIED IN 2017
AREA PRIORITIES IDENTIFIED IN 2017 FOR 2018 IMPLEMENTATION
Faith
Formation and
Ignatian
Spirituality
Review the practice of the daily Examen and work with teachers to integrate this activity into
the daily rhythm of school life.
Review the Ignatian Pedagogical Paradigm (IPP) and implement ways in which it can be
further integrated into the teaching and learning of the College.
Design and develop an Ignatian leadership program - Seminars in Ignatian Leadership.
Teaching and
Learning
Establish innovative Evidence-Based Teaching Practices.
Respond to concerns identified by external data sources in relation to teaching and learning in
designated areas.
Develop a school-wide understanding of the Disability Standards for Education and
responsibilities for implementation.
Pastoral Care
Enhance the interpersonal capacity of all students through the endorsement, promotion and
education of healthy relational habits.
Develop the behaviour and acquiescence of students as learners in the classroom.
Increase staff awareness of contemporary adolescent issues and models of best practice.
Community
Participation
Support the transition of the President of the OIU and strengthen complementary links with
the P&F and Past Parents Association.
Strengthen links with other Jesuit agencies with particular reference to Jesuit schools in
Sydney and Jesuit organisations in the United States and Ireland.
Broaden visitation to rural areas of NSW to increase boarding numbers.
Resource,
Environment
and Risk
Management
Complete Ignis Project Stage 1 (Therry) to meet design specifications, budget and
stakeholder expectations.
Finalise concept and sequencing plans for future Teaching and Learning stages of the Ignis
Project.
Undertake an audit of security risks with meliorating strategies that address priority risks.
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Area 11
Initiatives Promoting Respect and
Responsibility As part of the College’s continuous review and improvement process, the Principal commissions annual parent and student
satisfaction reviews which cover key aspects of the educational program, as part of a commitment to continually review and
improve the formation and education of young men who attend the College.
The feedback provides key information on the views of parents and students and assists with its operational and strategic
planning and its determination to continually improve its value proposition and educational experience for the students.
These surveys were again undertaken in 2017 and included feedback on the five key values which students, staff and
parents believe reflect the Ignatian/Jesuit education a boy receives at Riverview: Justice, Service, Discernment, Conscience
and Courage. In particular, responses are sought on expectations, satisfaction, religious formation, academic performance,
pastoral care, co-curricular, sport, key learning areas, teaching, boarding, communication, administration and leadership,
facilities and resources. Following the analysis of each year’s survey by an independent consultant, the College Executive
interprets the responses with a view to seeking opportunities to incorporate feedback into future directions.
Two key initiatives were undertaken under the banner of the student motto ‘My Brother’s Keeper’. The Student Leadership Group
drove initiatives that aimed at ensuring all students felt included and were given opportunities to express themselves in a pastoral,
sporting or cultural contexts. Over 50 lunchtimes were used to hold student led activities where all students could represent their
pastoral House. The lunch activities included chess, concerts, impromptu oratory, football, cricket, touch football, basketball and
netball. The diversity of the activities gave witness to the aim of the Student Leadership Group to provide a context whereby all
students felt they had an opportunity to thrive and feel part of something bigger than themselves. At each event, there were
fundraising barbecues ensuring the Student Leadership Group were able to make a contribution to the Jesuit charities. The student
leaders also led the annual ‘Friends Listen’ Assembly where they spoke strongly to supporting those with mental health and
wellbeing needs.
The College strives to ensure that two key elements of a holistic education at Riverview encompass two essential elements:
‘Cura Personalis’, or care for the individual, and ‘Service above Self’. Through consistent emphasis on Ignatian principles in
curricular and co-curricular activities and through the Ignatian Service and Immersion Programs, as well as the ever-present
role models provided by teachers, support staff and members of the Jesuit community, the boys learn the true meaning of these
values and how to apply them in their lives. Of particular note at Riverview is the number of student Immersions to various
corners of the globe – Nepal, Cambodia, India, the Philippines, Timor and Micronesia. Students spend three weeks rendering
service to disadvantaged communities and develop an enormous appreciation of the responsibility that they have to redress the
hardship of others throughout the world. In this way, the boys develop a deep sense of global citizenship and the responsibility that
they have to support the disenfranchised in the Third World.
Service programs are also aimed to support local communities and charities. All boys are required to undertake service, with
many local organisations being the beneficiaries including St Vincent de Paul, St Canice’s Soup Kitchen, Night Patrol, St Bakhita’s
and numerous agencies around Sydney. Major outreach programs such as the Ignatian Children’s Holiday Camp (for disabled
children) and the Cana Camp (for homeless people) are conducted at the College for those who suffer marginalisation,
homelessness and disability.
A new initiative that was introduced over recent years to address bullying at the College was a Bullying Awareness Day.
Through a school-wide presentation at Assembly, each boy was asked to wear a shirt that profiled an activity that they were
passionate about. Many chose sport, but others chose music or a shirt that profiled another activity (e.g. life-saving). Each
student was asked to bring a gold coin donation to support charity and every student was asked to take a pledge to eliminate
bullying at Riverview.
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In all programs, there is a common thread of ‘service for others’ that promotes respect for difference, leadership and
responsibility for one’s own behaviours and decisions. One such program is the Hot Potato Shop, a student-run forum which
invites a range of persons of interest and note to address students on a regular basis and encourage them to challenge existing and
traditional thinking and norms. The Arrupe Academy invites Senior boys to work on developing leadership skills while the
College also runs the Lonergan Courtney Murray Centre which looks to promote creative enquiry, excellence of thought and
depth of character in those students participating.
The College actively promotes and demonstrates environmentally sustainable emphases through a variety of forums. An Earth
Hour Breakfast involved approximately 200 students from over 20 schools in and around Sydney in 2017, with guest presenters on
sustainable living. The Environment Awareness Group undertook a range of activities to promote recycling initiatives and the
College conducted two separate e-waste collections that netted over 100 cubic meters of e-waste materials.
Through the Homeroom system operating in Years 5-6, and the House and Mentor group systems operating in Years 7-12,
there is a focus on peer support that provides all students with the support of older boys and significant adults. In 2017, the
House system in the Senior School was extended to the Junior secondary to strengthen the delivery of pastoral care and to
broaden mentoring opportunities for students. All staff are required to undertake formation studies which are designed to not only
assist them in understanding and living Ignatian values, but are also designed to assist them to work effectively as coaches
and mentors through the House and Mentor group system.
Student leadership forums promote the importance of respect and pro-social living. One particular program includes students
from Loreto Kirribilli, Loreto Normanhurst, Monte Sant’ Angelo M e r c y College, St Aloysius’ College and Saint Ignatius’
College Riverv iew meeting on a term-basis to address social issues that promote responsible decision making and healthy
living.
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Area 12
Parent, Student and Teacher Satisfaction
As part of the College’s continuous review and improvement process, annual parent and student satisfaction reviews are
conducted covering most key aspects of education. The anonymous surveys, conducted by MMG Education, provide views on
such areas as meeting expectations, satisfaction, Religious Formation, academic performance, pastoral care, co-curricular, sport,
key learning areas, teaching, boarding, communication, administration and leadership, facilities and resources. Scores of 80%+
indicate a “Very High” level of agreement or satisfaction.
12.1 PARENT SATISFACTION
Statement Year 7 Year 12
Overall satisfaction with education at College 83% 84%
Agree that the College provides a ‘safe and
caring’ environment 84% 85%
Overall satisfaction with the management and
leadership of the College 83% 80%
12.2 STUDENT SATISFACTION
Statement Year 7 Year 12
Overall satisfaction with education at College 82% 86%
Agree that the College provides a ‘safe and
caring’ environment 78% 79%
Overall satisfaction with the management and
leadership of the College 78% 74%
12.3 TEACHER SATISFACTION
Overall there is a high level of teacher satisfaction at the College. Academic staff continue to rank their commitment to the
Mission of the College and the challenge of making a difference to the students as very high. Staff were surveyed in regard to
professional learning opportunities, and they value the investment the College makes in their professional learning to improve
their professional practice.
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Area 13
Summary Financial Information
13.1 COLLEGE INCOME
An analysis of the College recurrent income during 2017 by source is compared with 2016 below:
Recurrent Income increased in 2017 by 4.7%. Major changes in income for the year related to scheduled annual increases in
Tuition Fees and Boarding Fees for 2017 of 4.75% and 4% respectively and a small increase in student numbers. The College
also received an additional Federal Government Grant in relation to improving outcomes for Indigenous students.
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13.2 COLLEGE EXPENDITURE
An analysis of the College recurrent expenditure during 2017 by expense category is compared with 2016 below:
Recurrent Expenditure rose by 3.2% during 2017. Major changes in expenditure outside expected inflationary increases included:
• Educational salaries remained in line with 2016 despite a 2.5% salary increase for teaching staff in accordance with the
multi-enterprise agreement and staff achieving progression to the next proficiency band, due to a reduction in the use of
casual staff and some changes to staffing levels in the Library;
33
• Boarding expenses increased due to changes to staffing, particularly overnight duties, and changes to shift allowances
and penalties as a result of the new multi-enterprise agreement;
• Ignatian Centre expenses increased due to further increases in the student retreat program for senior students as well as
additional resourcing for staff and parent formation programs;
• The College continued to invest additional resources in its Advancement Office resulting in improvements to the
College’s marketing and communications, alumni and community relations and fundraising activities.
• Staff Services and Professional Development expenses increased due to additional resourcing around risk and
compliance, and teacher professional learning and accreditation;
The College’s Ignis Project is the staged redevelopment of the College in accordance with the College Masterplan approved by the
NSW Department of Planning & Environment in 2016. Work commenced on the first stage of the Ignis Project, being the
redevelopment of the Therry Building, in mid December 2016 and continued throughout 2017. Ignis Project Stage 1 (Therry
Building) is due for completion in mid 2018.
In addition to the Ignis Project, other capital works projects were undertaken in 2017 including: a refurbishment of the main
kitchen and refectory; an upgrade of the TAS faculty area including refurbished teaching spaces, new machinery and a new dust
extraction system; an upgrade of the lighting for drama productions in the O’Kelly Theatre and completion of the rectification
works on the historic Dalton Chapel. The College continued its ‘one to one’ computer device program for all students at the
College.
Mr Philip Dean
Director of Operations
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Appendix A - Enrolment Policy CONTEX T:
The mission of Saint Ignatius’ College, Riverview is to provide a holistic Catholic education for boys that inspires them to a life-
long development of their faith. Informed by the spirit of Saint Ignatius’ of Loyola and grounded in Gospel values of justice ,
service, discernment, conscience and compassion, the College aims to produce young men who are cognizant of and responsive to
global citizenship in a rapidly changing world.
P RINCIP LES:
Key principles underpin enrolment at Saint Ignatius’ College, Riverview. These include:
I. A process that enables the integrity of each enrolment to be judged on its own merits, in accord with the criteria outlined in th is
document
II. A willingness for parents to accept and support:
a. The mission, and values of the College and the Catholic principles in which the school is grounded
b. Shared responsibility for the formation and development of the boys
c. The conditions of enrolment and policies which govern the educational program
d. The stance of the school in relation to digital citizenship, illicit drugs, co-curricular participation and other established policies
and practices
III. Withdrawal of a student enrolment will reside with the Principal and be in response to a clear violation of the established
expectations and values of the school
P RIORITY CRITERIA F O R ENROLM ENT:
When considering making offers of a place, preferential consideration is given to:
a) Boys who have been baptised into the Catholic faith (exemptions may apply in Boarding only)
b) Active Membership of a parish community
c) Families whose values are congruent with those of the College
d) Brothers of current or past students of the College
e) Sons of Old Boys
f) Boys who are already enrolled in Jesuit schools interstate or overseas and whose families are transferring, subject to
availability.
It is the responsibility of the Rector, Principal and delegated senior administrators to enrol students at the College and apply these
criteria. Discretionary judgement is necessarily used when making a final decision.
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STUDENTS WITH DIS AB ILITIES
Catering for a broad range of abilities, Saint Ignatius’ College, Riverview accepts boys that have special needs and disability. The
SEIP unit is specifically designed to assist boys with needs, however, the resources of the unit and the College are finite and a
formal assessment of each student’s application (See Appendix 1) needs to be made in context of school capacity.
Notwithstanding this, all students have equal access to the education opportunities provided by the College.
COLLEG E RESERVED RIG HTS
The College reserves the right not to offer any boy a place at the College or to defer the offer of a place in its discretion,
particularly when the parents, having been aware of their son’s specific educational needs, decline to declare those needs or to
withhold information pertinent to their application.
The College also reserves the right to terminate an enrolment where there are not sufficient resources to adequately deal with a
boy’s needs and /or where the parents have withheld knowledge or information pertinent to these needs.
ENROLM ENT P ROCEDURES :
Points of Entry – Day Boys
Entrance to the College is in Year 5 and Year 7 for Day Boys.
Day Boy applications for Year 5 and Year 7 are accepted at any time from birth to approximately two years before the respective
year of entry. For Year 5, applications close at the end of September when the boy is in Year 2. For Year 7, applications close at
the end of September when the boy is in Year 4.
Points of Entry - Boarders
Boarder applications are given preference in Years 6-11 and are accepted at any time dependent on availability in Boarding at that
time.
Initial Application for Admission
To lodge an Initial Application for Admission onto the Waiting List, the following is required:
a) Application for Admission
b) A copy of the Birth Certificate
c) Application Fee is payable
A non-refundable Application Fee is payable when the Initial Application for Admission is lodged.
Application for Enrolment
Approximately two years before the requested year of entry, parents will be asked to forward further documents to the College, to
enable the Enrolments Committee to assess all applications in light of the Enrolment Policy.
Documents that may be required by the College include:
a) a copy of the Birth Certificate
b) a copy of the Baptism and other sacramental certificates
c) a copy of the school reports and all NAPLAN tests
d) a completed ‘Reference for an Applicant by a Priest’
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e) the completed ‘Confirmation of Enrolment’ form
f) documentation of learning difficulties that need to be accommodated
Interview
The College may in its discretion invite the parents of a boy on the list of applicants to attend an interview at the College with the
Principal or a member of staff appointed by the Principal. Interviews will be conducted in April, approximately 18 months prior
to commencement.
Not all applicants will receive an offer of an interview and not all families interviewed will necessarily receive an offer of a place.
Offer
At the conclusion of the enrolment assessment process, the College may make an offer in writing to the parents to enrol the boy.
To accept the offer, the parents must within 2 weeks of receiving it forward to the College by the required date:
a) the Enrolment Contract which includes acceptance by the parents of the then current Terms and Conditions of Enrolment; and
b) the non-refundable Enrolment Fee.
Failure to reply within the required time may result in the position being re-offered where other boys are waiting for entry to the
College.
Conditional Offers of a Place
The Principal may offer a place to a boy at the College conditional on the boy or the parents completing certain stipulated
requirements before the boy is due to start at the College. Failure to respond to these things will terminate the enrolment. Where
this occurs, any fees paid to that point will not be refunded.
Enrolment Fee
The Enrolment Fee confirms and secures the enrolment at the College. It also makes a valuable contribution to debt-financing,
rebuilding and maintenance. The Enrolment Fee is additional to tuition and other fees. The Enrolment Fee is non-refundable, and
is neither tax deductible nor deductible from any future fees payable.
Deferral of Commencement
An offer of enrolment is for the year of application only. If a place is offered or accepted for a specific year and there is a need to
defer commencement, the student is required to go onto the waiting list and back into the enrolment process for the year in which
the student wishes to commence.
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Appendix 1
Disability
Where a boy has declared education support needs or a disability or other information has come to light indicating a possible need
for education support services or for some measures or actions to assist the boy to participate in the College’s courses or
programs or to use the College’s facilities or services, the College will make an initial assessment of the boy’s needs. This will
include consultation with the boy and the boy’s parents. In addition, the Principal may:
a) require the parents to provide medical, psychological or other reports from specialists outside the College.
b) obtain an independent assessment of the boy.
Where information obtained by the College indicates that the boy has a disability, the Principal will seek to identify the exact
nature of the boy’s needs and the strategies required to address them. Having obtained this information, the Principal will
determine whether the boy, if enrolled, would require some measure or actions to assist the boy to participate in the College’s
courses or programs or to use the College’s facilities or services that are not required by boys who do not have the boy’s
disability. Where the Principal determines that the boy would require some such measures or actions, the Principal will seek to
identify whether those measures or actions required are reasonable in that they balance the interests of all parties affected. In
assessing whether a particular measure or action for a particular boy is reasonable, the Principal will have regard to all the
relevant circumstances and interests, including:
a) the boy’s disability;
b) the views of the boy or the boy’s parents about:
i. whether the particular measure or action is reasonable;
ii. the extent to which the particular measure or action would ensure that the boy was able to participate in the College’s courses
or programs or to use the College’s facilities or services on the same basis as a boy without the disability;
c) the effect of the adjustment on the boy, including the effect on the boy’s:
i. ability to achieve learning outcomes; and
ii. ability to participate in courses or programs; and
iii. independence;
d) the effect of the particular measure or action on anyone else effected, including the College, its staff and other students;
e) the costs and benefits of taking the particular measure or action.
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The College will take measures and actions that are reasonable but will not necessarily take measures or actions that are
unreasonable or that would impose unjustifiable hardship on the College. In determining whether taking the required measures or
actions, even though they are reasonable, would impose unjustifiable hardship on the College, the Principal will take into account
all relevant circumstances of the case, including:
a) the nature of the benefit of detriment likely to accrue or be suffered by any persons concerned (including other students, staff,
the College, the boy, the family of the boy, and the College community); and
b) the effect of the disability of the boy; and
c) the College’s financial circumstances and the estimated amount of expenditure required to be made by the College; and
d) the availability of financial and other assistance to the College.
Where the Principal determines that the enrolment of the boy would require the College to take unreasonable measures or actions
to ensure that the boy is able to participate in the College’s courses or programs, or to use the College’s facilities and services, on
the same basis as a student without a disability, or would cause unjustifiable hardship, the Principal may decline the offer of a
position or defer the offer.
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Appendix B – Enrolment Contract
ENROLMENT CONTRACT
BETWEEN SAINT IGNATIUS’ COLLEGE RIVERVIEW LIMITED (ABN: 68 621 312 990) of Tambourine Bay Road,
LANE COVE NSW 2066 (the “College”).
AND each of the parties described in Item 1 of the Schedule to this Enrolment
Contract (each “Parent/Guardian” and collectively “Parents/Guardians” or “You” or “Your”).
IT IS AGREED:
1. STUDENT ENROLMENT
1.1 The parties agree that the person described in Item 2 of the Schedule to this Enrolment Contract (“Student”) shall be
enrolled at the College, subject to and in accordance with, the terms and conditions of this Enrolment Contract.
1.2 The student type (Day Boy or Boarder) of the Student is described in Item 3 of the Schedule to this Enrolment Contract
(“Student Type”).
1.3 The Year Level of the Student on commencement of the Enrolment is described in Item 4 of the Schedule to this Enrolment
Contract.
1.4 The Commencement Date, being the date of enrolment of the Student, is described in Item 5 of the Schedule to this
Enrolment Contract. Subject to and in accordance with the terms of this Enrolment Contract, it is expected that the Student
will remain enrolled at the College until the completion of Year 12.
1.5 The amount payable by the Parents/Guardians in consideration of the College agreeing to enrol the Student at the College
shall be as described in Item 6 of the Schedule to this Enrolment Contract (“Enrolment Fee”).
2. THE EDUCATIONAL PROGRAM AND SCHOOL EXPECTATIONS
In consideration of the College agreeing to the enrolment of the Student at the College from the Commencement Date, you accept and
agree:
2.1 to support the mission and values of the College and acknowledge your mutual responsibility to assist in the education
and formation of the Student;
2.2 to accept the need for the Student to achieve his personal best for the courses and subjects in which he is enrolled;
2.3 with the College’s requirements in relation to home study, uniform, personal presentation and attendance;
2.4 that all communications between students, parents, visitors and staff members are required to be courteous and respectful;
2.5 that the College shall determine, in its absolute discretion, which courses and activities are offered and/or provided at
any time (or no longer offered or provided as the case may be) by the College and which of these are compulsory;
2.6 that the College shall determine, in its absolute discretion, the staffing of all courses and activities offered and/or provided at
any time by the College;
2.7 that participation in and/or attendance by the Student at the following is compulsory:
(a) Ignatian Service program;
(b) College masses, retreats and assemblies;
(c) co-curricular activities;
(d) College sport program;
(e) Head of the River, athletics and swimming carnivals, social justice events and other designated activities as
determined by the Principal;
(f) camps and excursions that occur from time to time that are integral to the educational program;
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2.8 that in relation to clause 2.7, membership of and participation in school sporting teams and activities by the Student shall take
priority over other sporting interests or competitions. The Student is required to represent the College when selected;
2.9 that requests for leave from College activities, including academic and co-curricular programs, and for early departure at the end
of a day, or term, or late return from breaks will only be considered in the most extreme cases and must be applied for in writing to
the College in advance;
2.10 to support the administration of the College’s discipline policy, as amended from time to time;
2.11 to support all College policies with particular reference to bullying, harassment, cyber-safety and others as amended from time
to time; and
2.12 to be actively involved in the College through attendance at parent-teacher interviews and parent forums, to participate in courses
offered by the College relevant to the Student’s education and to assist the College in a voluntary capacity from time to time.
3. DISCIPLINE/SUSPENSION
3.1 You agree and accept that the Principal may, in his absolute discretion, but subject to affording the Student procedural fairness:
(a) suspend the Student from the College for breaches of rules or discipline for any length of time to be determined by the
Principal;
(b) suspend the Student from the College for a failure, either by the Student or by the Parents/Guardians (jointly or severally),
to comply with the terms and conditions of this Enrolment Contract, for any length of time to be determined by the Principal;
(c) suspend the Student from the College if the College discovers that the Student had engaged in conduct before commencing at
the College where such conduct would warrant suspension or dismissal had the conduct occurred after the Student had
commenced; and
(d) where the Student Type is described as “Boarder” in Item 3 of the Schedule to this Enrolment Contract, suspend or dismiss
the Student from Boarding for breaches of rules or discipline, or for failure, either by the Student or by the Parents/Guardians
(jointly or severally), to comply with the terms and conditions of this Enrolment Contract, that is, the Principal may, in his
absolute discretion, require the Student Type of the Student be changed to “Day Boy” for any length of time to be determined by
the Principal (suspension from Boarding) or permanently (dismissal from Boarding) in which case the Student must attend the
College as a “Day Boy” in accordance with the rules and obligations of that Student Type.
3.2 A decision by the Principal pursuant to clause 3.1 to suspend the Student does not constitute a waiver of the College’s rights to
dismiss the Student or terminate this Enrolment Contract pursuant to clause 11.
3.3 During any period of time in which the Student is suspended pursuant to clause 3.1, you agree to continue paying the Fees and
Charges when they fall due in accordance with the terms of this Enrolment Contract.
4. STUDENT INFORMATION AND DOCUMENTATION
You agree and warrant that:
4.1 you have provided the College with all information of which you are aware in relation to any special circumstances, needs,
considerations or requirements of the Student, whether or not they have been formally diagnosed and/or documented, including:
(a) any social, emotional, intellectual, behavioural, learning, physical or health matters that:
i. may impact or affect the Student’s ability to access or be benefitted by the programs offered at the College; or
ii. may pose a risk of any type to the Student, other students, or staff at the College.
(b) whether the Student has ever been referred to, or attended, any specialist agencies, therapists, special schools, units or
centres; and
(c) any requirement for special provisions to be made by the College;
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4.2 you have provided the College with a copy of all documents that exist in relation to any of the matters referred to in clause 4.1;
4.3 you have provided the College with a copy of all documents in relation to Court Orders related to the Student, be they of the Family
Court or any other relevant Order;
4.4 you undertake to provide the College with any further information or documentation of the type described in clauses 4.1, 4.2 and
4.3 which comes to your knowledge or into your possession at any time during the Student’s enrolment at the College, as soon as
possible after the information or documents are received;
4.5 each of the warranties and undertakings given in clauses 4.1, 4.2, 4.3 and 4.4 shall be deemed to be repeated each time the Student
attends the College for a new school term;
4.6 you have provided the College with an Immunisation History Statement, issued by the Australian Childhood Immunisation
Register (ACIR), showing that the Student is up to date with their scheduled vaccinations or that the Student has an approved medical
exemption to one or more vaccines as stated on the Student’s ACIR Immunisation History Statement;
4.7 the College must be provided with a signed consent form before additional adolescent vaccinations can occur and you acknowledge
that it is the firm expectation of the College that such consent will be provided by you and that the Student will receive those
vaccinations unless the College is provided with an exemption signed by a registered medical practitioner stating that the Student is
unable to receive the vaccines due to a severe allergy or illness.
4.8 you consent to the use by the College of any information or documentation provided to the College in accordance with clauses
4.1, 4.2, 4.3, 4.4 and 4.6, and otherwise in accordance with the College's Privacy Policy, to support the Student whilst at the College;
4.9 you understand and acknowledge that if any of the information or documentation as described in clauses 4.1, 4.2, 4.3, 4.4 and 4.6 is
not provided to the College as required then that failure shall constitute a breach of this Enrolment Contract which may result in
termination of the Student’s enrolment or dismissal of the Student from the College in accordance with clause 11.
5. FEES
You accept and agree:
5.1 that from the Commencement Date, the fees and charges payable by you to the College, including but without limitation, for tuition,
boarding, subjects, private tuition, insurances, study programs, excursions, activities, co- curriculum, camps, tours and the supply
of goods and services to the Student (“Fees and Charges”) are determined by the Board of Saint Ignatius’ College Riverview
Limited and that the Fees and Charges may be amended from time to time;
5.2 that each of the parties described in Item 1 of the Schedule to this Enrolment Contract is joint and severally liable for the payment to the
College of all Fees and Charges in respect of the Student and that should there be more than one person described in Item 1 of the
Schedule to this Enrolment Contract, each party must ensure that all Fees and Charges are promptly paid when they become due and
payable, regardless of whether the other party is able or willing to contribute to payment of Fees and Charges;
5.3 that each of the parties described in Item 1 of the Schedule to this Enrolment Contract warrants that:
(a) they have the capacity to pay to the College all Fees and Charges in respect of the Student;
(b) they intend to so pay the Fees and Charges to the College as and when they become due and payable; and
(c) they will use best endeavours to ensure that the Fees and Charges are promptly paid when they fall due.
5.4 that the warranty given in clause 5.3 shall be deemed to be repeated by each of the parties described in Item 1 of the Schedule to this
Enrolment Contract each time the Student attends the College for a new school term;
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5.5 that each of the parties described in Item 1 of the Schedule to this Enrolment Contract remain jointly and severally liable for
the payment of the College of all Fees and Charges in respect of the Students until such times as one party and the College (at the
College's absolute discretion) agree in writing to release the other party from their obligations to pay the Fees and Charges at which
time the this Enrolment Contract will terminate and the party/parties that agrees to be responsible for the Fees and Charges will
enter into a new Enrolment Contract with the College in relation to the remainder of the Student's enrolment at the College;
5.6 that failure to pay an invoice/statement for Fees and Charges by the due date will incur an administration fee as determined from time
to time. The administration fee is a genuine pre-estimate by the College of the loss that it would suffer if an invoice/statement is not
paid by the due date;
5.7 that no remission of Fees and Charges, either in whole or in part, will be made if the Student is absent due to illness, leave or
suspension, unless such remission is approved by the Principal in his absolute discretion;
5.8 that should the Student be required to leave or permanently ceases to attend the College for any reason, there will be no remission of
Fees and Charges, either in whole or in part, for the current school term, unless such remission is approved by the Principal in his
absolute discretion;
5.9 that should the Student be dismissed or suspended from the College for any of the reasons set out in clauses 3 or 11, or if this Enrolment
Contract is terminated by the College pursuant to any of the reasons set out in clause 11, there will be no remission of Fees and
Charges, either in whole or in part, for the current school term, unless such remission is approved by the Principal in his absolute
discretion;
5.10 to pay medical and ambulance expenses incurred on behalf of the Student that are not covered by College insurance; and
5.11 that in addition to the Fees and Charges, the College shall be reimbursed for and recover from you all costs and expenses incurred by
the College as a result of your failure to comply with any condition of this Enrolment Contract, including but not limited to the
costs incurred by the College in seeking to collect debts, including without limitation, the costs of any collection agents and legal
costs.
6. PAYMENT OF FEES BY DIRECT DEBIT
You accept and agree:
6.1 to maintain at all times a valid Direct Debit Authority with the College authorising the College (and/or its Payment Gateway
Service Provider) to initiate the direct debit of the Fees and Charges payable by you in respect of the Student and any other amounts
payable by you to the College (including fees and charges payable by you in respect of your other son or sons enrolled at the College
from time to time) from an Australian bank account, credit card or debit card nominated by you;
6.2 that direct debits will be initiated in accordance with the College’s payment schedule as specified from time to time;
6.3 to ensure there are sufficient funds available in your nominated account to meet any direct debit initiated by the College (and/or its
Payment Gateway Service Provider);
6.4 to pay an administration fee to the College (and/or its Payment Gateway Service Provider) for any direct debit that fails or is
dishonoured or is otherwise not paid to the College. The administration fee is a genuine pre- estimate by the College (and/or its
Payment Gateway Service Provider) of the loss that it would suffer if a direct debit fails or is dishonoured or is otherwise not paid to
the College;
6.5 to pay by direct debit an additional Payment Processing Fee for each payment that is direct debited from your nominated account or
credit/debit card. The Payment Processing Fee amount will be calculated as a percentage of the direct debit amount, with the
percentage rate that will apply to be determined by the type of account or credit card/debit card used. The applicable percentage rate
for each type of account or credit/debit card will be as amended from time to time; and
6.6 that the Payment Processing Fee may be charged by, and payable to, either the College or the College’s Payment Gateway Service
Provider.
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7. PAYMENT OF ENROLMENT FEE
You accept and agree that:
7.1 the enrolment of the Student at the College shall not proceed, and the Student cannot commence attendance at the College, unless and
until the Enrolment Fee, as described in Item 6 of the Schedule to this Enrolment Contract, has been paid to the College in full;
7.2 the Enrolment Fee is non-refundable and will not be applied to offset any Fees and Charges payable by you pursuant to this
Enrolment Contract;
7.3 you are required to provide a valid Direct Debit Authority to the College at the same time as this Enrolment Contract is made;
7.4 the Enrolment Fee shall be paid by way of the College direct debiting the Enrolment Fee from your nominated account or credit/debit
card as per the Direct Debit Authority given to the College by you; and
7.5 in addition to the Enrolment Fee, a Payment Processing Fee may be charged in accordance with clauses 6.5 and 6.6; and
7.6 if the Enrolment Fee is not paid by the date specified in Item 7 of the Schedule to this Enrolment Contract, or such later date as may
be agreed by the College in its absolute discretion, then this Enrolment Contract shall terminate and the College will be under no
obligation to make a new offer of enrolment, or otherwise enter into a new enrolment contract, in respect of the Student
8. BOARDING STUDENT ENROLMENT
You accept and agree that where the student type of the Student, as described in Item 3 of the Schedule to this Enrolment Contract, is
Boarder, that, subject to clauses 3 and 11, the student type of the Student shall remain as Boarder for the entire period of secondary schooling.
9. WITHDRAWAL
Should you wish to withdraw the Student from the College, you accept and agree that:
9.1 written notice of no less than a full school term must be given to the Principal (if there is more than one Parent/Guardian, the
notice to withdraw the child must be signed by all Parents/Guardians) (Withdrawal Notice);
9.2 the Withdrawal Notice must stipulate the date from which the Student will cease to attend the College;
9.3 you must continue doing all things, and pay all Fees and Charges promptly when they fall due, as stipulated in this Enrolment Contract
up to and including the last day that the Student attends the College;
9.4 In the circumstances where the requirements of the Withdrawal Notice stipulated in clause 9.1 have not been complied with:
(a) should the notice period in the Withdrawal Notice be less than a school term, a full school term’s Fees and Charges will be
charged in addition to any outstanding moneys payable to the College; and
(b) if there is more than one party described in Item 1 of the Schedule to this Enrolment Contract, the Withdrawal Notice
must contain the written consent and signature of each party for the withdrawal to be considered valid by the College. If the
College does not receive a compliant Withdrawal Notice, the Student will not be considered validly withdrawn from
the College and this Enrolment Contract will remain in force and binding upon the parties.
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10. PRIVACY
You acknowledge and accept that:
10.1 you have read and understood the Privacy Collection Notice issued by the College and annexed to this Enrolment Contract as Annexure
A which is to be read in conjunction with the College’s Privacy Policy;
10.2 the Privacy Collection Notice and the College’s Privacy Policy may change from time to time to time in accordance with the
College’s requirements and the College will use reasonable endeavours to bring to your attention details of amendments to these
documents; and
10.3 the College may seek express consent from you for the collection or use of certain personal information of the Student or you from
time to time.
11. TERMINATION
11.1 You acknowledge and accept that the Principal may, in his absolute discretion, subject to affording the Student procedural fairness:
(a) dismiss the Student from the College for breaches of rules or discipline;
(b) dismiss the Student from the College for a failure, either by the Student or by the Parents/Guardians (jointly or severally), to
comply with the terms and conditions of this Enrolment Contract;
(c) terminate the Student’s enrolment if the Student has not yet commenced attendance at the College or otherwise dismiss the
Student from the College if the College discovers that the Student had engaged in conduct before commencing at the College
where such conduct would warrant suspension or dismissal had the conduct occurred after the Student had commenced;
(d) terminate the Student’s enrolment if the Student has not yet commenced attendance at the College or otherwise dismiss the
Student from the College if the College discovers that information or documentation as described in clause 4 has not been
provided to the College in accordance with that clause;
(e) dismiss the Student from the College if the Student engages in conduct which is contrary to the College’s values and/or when
the conduct impugns the name of the College in the public domain; or
(f) by giving you two months written notice, dismiss the Student from the College when the mutually beneficial relationship of trust
and co-operation between you and the College has broken down to the extent that it adversely impacts on the relationship;
and
(g) by giving you reasonable notice, require that the Student be withdrawn from the College at the end of a school year where the
Student has, in the Principal’s opinion, failed to meet the requirements of the New South Wales Board of Studies or has
otherwise failed to make satisfactory progress in his academic work.
11.2 Should the Student be dismissed for any reason described in clause 11.1:
(a) the Student must permanently cease attendance at the College at the date determined by the Principal; and
(b) you must continue to pay the Fees and Charges as they fall due for the remainder of the school term in which the Student was
dismissed.
11.3 You acknowledge and accept that if the Student is absent from the College for a continuous period greater than 6 weeks during a school
term (excluding any leaves of absence approved by the College), this Enrolment Contract will be deemed to be terminated. Should the
Enrolment Contract be terminated pursuant to this clause:
(a) the Student is considered to be no longer be enrolled at the College and he must permanently cease attendance at the
College; and
(b) a full school term’s Fees and Charges will be due and payable by you; and
(c) you will remain liable to pay for any other outstanding Fees and Charges that are unpaid pursuant to the terms of this
Enrolment Contract.
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12. RETURN OF EQUIPMENT
You accept and agree that:
12.1 should the Student permanently cease attendance at the College for any reason (including if the Student has graduated, if the Student
is withdrawn or if the Student is dismissed), any College-owned device (including but not limited to any laptop computers or
electronic tablets) and any other College property that had been given to the Student (College Property) will be returned to the
College within 7 days following the dismissal or termination; and
12.2 should any College Property not be returned, or if it is returned damaged, broken or non-functional, you will reimburse the College
for the reasonable cost of the College in replacing the item and such costs will become part of the Fees and Charges payable by you
in accordance with clause 5.
13. GENERAL PROVISIONS
13.1 Entire agreement
This Enrolment Contract constitutes the entire agreement between the parties regarding the matters set out in it and supersedes any prior
representations, understandings or arrangements made between the parties, whether orally or in writing.
13.2 Governing law and jurisdiction
(a) The laws applicable in New South Wales govern this Enrolment Contract.
(b) The parties submit to the non-exclusive jurisdiction of the courts of New South Wales and any courts competent to hear
appeals from those courts and waive any right to object to any proceeding being brought in those courts.
13.3 Counterparts
This Enrolment Contract and any notices issued in accordance with this Enrolment Contract may be executed in any number of
counterparts. All counterparts taken together constitute one instrument.
13.4 Waiver
A failure or delay in exercise or partial exercise of a right arising from a breach of any provision of this Enrolment Contract is not to be
regarded as a waiver of that right and cannot be relied upon as a waiver of that right.
13.5 Parties
(a) If the Parents/Guardians named in this Enrolment Contract is made up of more than one person, or a term is used in this agreement
is to apply to more than one party:
i. an obligation of those persons is joint and several (including without limitation each payment obligation);
ii. a right of those persons is held by each of them severally;
iii. unless otherwise specified, any other reference to those parties of that term is a reference to each of those persons
separately; and
iv. a reference to “you”, “your” or “Parents/Guardians” is a reference to each Parent/Guardian.
13.6 Severance
If any part of this Enrolment Contract is invalid or unenforceable, this Enrolment Contract does not include it. The remainder of this
Enrolment Contract continues in full force.
13.7 Survival
The representations, warranties, the requirements of clause 6 and the requirements for you to pay Fees and Charges and any other
moneys that are due and payable in accordance with this Enrolment Contract shall survive the termination of this Enrolment Contract.
Any other provision by its nature intended to survive expiry or termination of this document survives expiry or termination of this
document.
46
EXECUTED by the parties this day of 20
Signed by
(Parent/Guardian 1) in the presence of
)
)
Signature of
Signature of witness Date
Name of Witness (print)
Address of Witness (print)
Signed by
(Parent/Guardian 2) in the presence of
)
)
Signature of
Signature of witness Date
Name of Witness (print)
Address of Witness (print)
Signed for and on behalf of Saint Ignatius' College ) Riverview
Limited (ABN 68 621 312 990) (College) ) by the Principal in the
presence of )
Dr Paul Hine - Principal
Signature of witness
Name of Witness (print)
47
ANNEXURE A
PRIVACY COLLECTION NOTICE (Please also refer to the College’s Privacy Policy on the College website at www.riverview.nsw.edu.au)
The Australian Privacy Principles (“APPs”) contained in the Privacy Act 1988 (Cth) (“Act”) came into effect on 12 March 2014. The
Act and the APPs regulates the way private sector organisations collect, use, keep, secure and disclose personal information.
The following Information Collection Notice relates to the purposes for collection of personal information:
1. The College collects personal information, including sensitive information about students and parents or guardians
before and during the course of a student’s enrolment at the College. This may be in writing or in the course of
conversations. The primary purpose of collecting this information is to enable the College to provide schooling for your son
and to enable your son to take part in all the activities of the College.
2. In situations where parents are separated, it is the policy of the College to release school reports to the mother and father
of the student upon request. It is also the policy to allow both mother and father to attend parent/teacher interviews
upon request. However, the College will abide by any court orders which prevent the release of such information.
3. Some of the information collected is to satisfy the College’s legal obligations, particularly to enable the College to
discharge its duty of care.
4. Laws governing or relating to the operation of schools require that certain information is to be collected and disclosed.
These include relevant Education Acts, Public Health and Child Protection laws.
5. Health information about students is sensitive information within the terms of the APPs under the Act. We ask that you
provide medical reports about students from time to time.
6. The College from time to time discloses and/or exchanges personal and sensitive information to others for
administrative and educational purposes and/or for the care of students as prescribed by relevant legislation, including to
facilitate the transfer of a student to another school. This includes to other schools, government departments,
Catholic Education Offices, the Catholic Education Commission, the local diocese and parish, medical practitioners, and
people providing services to the College, including specialist visiting teachers, sports coaches, counsellors and
volunteers.
7. In addition to the agencies and purposes cited above personal information relating to students and parents may also be made
available, in accordance with Australian Government requirements, to ACARA for the purpose of publishing certain school
information relating to the circumstances of parents and students on the MySchool website.
8. If we do not obtain the information referred to above, we may not be able to enrol or continue the enrolment of your son.
9. The College may store personal information in the “cloud” which may mean that it resides on servers which are situated
outside Australia.
10. The College’s Privacy Policy also sets out how you may complain about a breach of privacy and how the College will deal with
such a complaint.
11. In the event of default of payment of fees, the College may refer the default to a debt collection agency. If this occurs,
personal information will be disclosed to the agency and parents/guardians will be responsible for the collection costs.
12. Personal information collected from students is regularly disclosed to their parents or guardians.
13. On occasions information such as academic and sporting achievements, student activities and other news is published in
College newsletters, magazines and on our website: www.riverview.nsw.edu.au. Photographs of student activities such as
sporting events, school camps and school excursions may be taken for publication in College newsletters and
magazines, our website and on our intranet.
14. We may include students’ and students’ parents’ contact details in a class list and College directory.
15. From time to time, the College is required to disclose personal and sensitive information in order to comply with the law or to
report matters to the relevant persons or authorities.
16. The College’s Privacy Policy sets out how students, parents or guardians may seek access to personal information
collected about them. However, there will be occasions when access is denied. Such occasions would include where access
would have an unreasonable impact on the privacy of others, where access may result in a breach of the College’s duty of care to
the student, or where students have provided information in confidence.
17. The College from time to time engages in fundraising activities. Information received from you may be used to make an
appeal to you. It may also be disclosed to organisations that assist in the College’s fundraising activities solely for that
purpose. We will not disclose your personal information to third parties for their own marketing purposes without your
consent.
18. If you provide the College with the personal information of others, such as doctors or emergency contacts, we encourage you
to inform them that you are disclosing this information to the College and why. They can access that information if they
wish and the College does not usually disclose the information to third parties.
48
SCHEDULE
Item 1 Parent/Guardian 1
Name:
Address:
Contact Number:
Email Address:
Parent/Guardian 2
Name:
Address:
Contact Number:
Email Address:
Item 2
Student
Student Number: / Family Number:
Item 3
Student Type
Item 4
Year Level on
commencement
Year
Item 5
Commencement Date
Beginning of school year in
Item 6
Enrolment Fee
$4,500
Item 7
Enrolment Fee Due Date
